Assessing eGov Project Risks:
Real-World Design-Reality Example 3

Campus-Wide Networking for a Public University in East Africa

Case Study Authors

Background

This public university has been struggling somewhat, particularly given global competition in higher education. It is therefore proposed to develop a campus-wide network of Internet-enabled computers. The aim is to improve the academic and administrative performance of the university. Key general stakeholders are the staff, students and potential students of the university. Key specific stakeholders are the university's Strategic Planning Office, and a European donor involved in long-term cooperation on higher education in the country.

Risk Assessment Via Design-Reality Gap Analysis

Design-reality gap analysis compares the assumptions/requirements within the application design with the existing reality in the public organisation along seven 'ITPOSMO' dimensions. The larger the gap, the larger the risk for the e-government project. Follow this link for more information on design-reality gap analysis.

Information : the design assumes a ready flow of global academic information from the Web into the university (and vice versa), and a local flow of administrative information around the campus. In reality, such information does flow into, out of, and around the university at present, but it is more limited in degree and content than the design assumption. Design-reality gap rating: 4.

Technology : the design assumes the introduction of a network of PCs with Internet connections around the campus, with an implicit assumption of stable power and telecommunications supplies. In reality, the university has a few PCs in action at present, one or two of which are Internet connected. Power and telecommunication services are at hand, but there are problems of reliability. Design-reality gap rating: 6.5.

Processes : the design assumes that most of the current activities of the university will remain in place: research, teaching, administration; however, it does assume that these will alter to become more efficient and effective than they are in reality at the moment. Design-reality gap rating: 4.

Objectives and values : the design assumes that computer-based information flows are valued within the work of academic and administrative staff of the university, and it assumes an objective of opening up and improving those flows. In reality, these objectives and values appear to be shared by most of the key stakeholders. Design-reality gap rating: 2.

Staffing and skills : the design assumes a range of competencies to be present. These include skills of designing and installing the campus network; of managing, operating and maintaining the network; of using Web browsers, email and related software by university staff; and of effective use of information in research, teaching and administrative decisions. In reality, such skills are either weak or absent within the university. Design-reality gap rating: 7.5.

Management systems and structures : computer network design is somewhat flexible in its assumptions about systems and structures; it certainly does not assume any major changes in university structures, but it can implicitly assume a more decentralised, autonomous system of both academic and administrative operations that would differ from the current reality of hierarchically-structured and centralised management. Design-reality gap rating: 4.

Other resources : the design assumes a whole set of capital and recurrent costs for the network. In reality, the university has few resources of its own, but the donor has pledged to cover the full costs for the first three years of operation. Design assumptions about timescales do not appear to clash significantly with current realities. Design-reality gap rating: 2.5.

Overall Risk Assessment and Recommendation

The overall gap rating total for this design proposal is 30.5. According to the gap assessment table, this suggests a possibility of partial failure of the project unless action is taken. The recommendation was to proceed with the project, but undertaking actions to reduce some of the larger design-reality gaps.

Gap Reduction Actions to Mitigate Project Risks

To mitigate e-government project risks, you first identify those ITPOSMO dimensions with the largest gaps. Then you attempt to reduce those gaps by altering the project design to make it more like current reality and/or by altering current reality to make it more like the project design.

The two largest gaps occur on the staffing and skills, and technology dimensions. It is these dimensions that should therefore be addressed first.

The proposed risk mitigation actions here were:

Staffing and skills dimension . Alter current reality by engaging in an intensive series of training sessions for staff. Two principles to be observed during this training were: a) ensure that training relates skills as closely as possible to the actual workplace tasks that staff undertake; b) ensure that training takes place at the same time as the IT becomes available, not before (or new skills and knowledge will be forgotten), and not after (or time will be wasted).

Staffing and skills dimension . Alter design/reality by hiring consultants to assist with the process of network design, implementation and initial operation. Two principles to be observed were: a) the consultants must work with local counterparts to ensure transfer of knowledge about the local situation to consultants; b) the consultancy must incorporate explicit counterpart training to ensure transfer of skills and knowledge from consultants to local staff.

Technology dimension . Alter current reality by investing in power backup/generation technology and new telecommunications lines. Although this increases the design requirements for money, it can still create no increase in the 'other resources' gap because the additional financial requirements can be met by the donor.